A Study On The Correlations Among Senior High School Students' Breadth Of Vocabulary Knowledge,Depth Of Vocabulary Knowledge And English Writing Proficiency

With the higher standard of English writing teaching proposed in the National English Curriculum Standard for Senior High School(2017),people are increasingly aware of the important role of writing in English teaching as an important way of language output.However,practice shows that the writing competence of senior high school students in our country is not optimistic and there are still many problems such as vocabulary shortage,improper collocation,empty content and grammar confusion,etc.Most researchers have found that most of the problems in writing are related to lexical knowledge,which includes breadth of lexical knowledge and depth of lexical knowledge.However,the author has found from the literature that there is a lack of study on the correlation among senior high school students' breadth of vocabulary knowledge,depth of vocabulary knowledge and English writing proficiency.Therefore,the study aims to provide suggestions for the teaching of second language writing through the study of the relationship between English vocabulary knowledge and English writing proficiency of senior high school students.In this study,it uses the tests of breadth of vocabulary knowledge anddepth of vocabulary knowledge,choosing 200 senior high school students from a school in Sichuan province as research subjects,the study aims to investigate the following two questions:1.What is the overall level of senior high school students' breadth of English vocabulary knowledge and depth of vocabulary knowledge? 2.Is there any correlation among senior high school students' breadth of vocabulary knowledge,depth of vocabulary knowledge and English writing proficiency ? If so,what is the correlation?Through the data analysis,the results indicate that: 1.The overall level of senior high school students' breadth of vocabulary knowledge is at a low level(m=25.65).The overall level of senior high school students' depth of vocabulary knowledge is also at a low level(m=29.16),of which the semantic dimension is highest(m=9.60)and the collocation dimension is lowest(m=5.86).2.There is significant correlation among senior high schoolstudents' breadth of vocabulary knowledge,depth of vocabulary knowledge and English writing proficiency.And there is moderately positive correlation between senior high school students' breadth of vocabulary knowledge and English writing proficiency(r=0.639).And there is strongly positive correlation between senior high school students' depth of vocabulary knowledge and English writing proficiency(r=0.823).There is weakly negative correlation between senior high school students' breadth of English vocabulary knowledge and depth of English vocabulary knowledge(r=-0.232).Furthermore,senior high school students' breadth of English vocabulary knowledge and depth of English vocabulary knowledge,which can predict their English writing proficiency,have a direct impact on it.Based on the above results,combining the theory of input and output,the author put forward some suggestions from the perspectives of enriching the method of English vocabulary knowledge teaching and enlarging students' vocabulary so as to make teachers and students pay much more attention to the breadth of English vocabulary knowledge and depth of English vocabulary knowledge,guide students to choose the appropriate method to learn vocabulary knowledge,thus improve senior high schools students' proficiency of English vocabulary knowledge.